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AQA qualification support ELC Mathematics Introduction to the new Specification General Information

BOOKLET 1

Published date: Summer 2015 version 1.0

Contents Page

Contact / administration details 2

Programme for the day 4

Powerpoint 5

Table of outcomes for the New Specification mapped from the old specification 14

Route Map 18

Record Sheet 27

Website navigation and AQA support 28

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Contacts/Administration Contact points for GCSE Mathematics Please contact the subject department for further help and advice about the above specification.

Customer support team Mathematics

AQA, Manchester, M15 6EX Telephone: 0161 957 3852

email: [email protected]

For help with Support Meeting Information, please contact: Teacher Support Manager

Diane Frisk

AQA, Manchester, M15 6EX Telephone: 0161 957 3646 email: [email protected]

Websites AQA: www.aqa.org.uk

JCQ: www.jcq.org.uk

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mailto:[email protected]

http://www.aqa.org.uk/

http://www.jcq.org.uk/

Administration

Entries: Direct Line: 0161 455 5482

Fax: 0161 455 5408 email: [email protected] Web: http://web.aqa.org.uk/exams-office/entries.php

Pre Exam Services – Access Arrangements/Special Consideration/ Modified Question Papers

Direct Line: 01483 477884 Fax: 01483 556417 email: [email protected]

Post Results Services

Direct Line: 0844 209 6619 – EOS (Exam Office Support) Fax: 01483 556 344

email: [email protected] (Guildford office)

[email protected] (Manchester office) Web: http://www.aqa.org.uk/exams-administration/about-results/post-results

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http://web.aqa.org.uk/exams-office/entries.php




http://www.aqa.org.uk/exams-administration/about-results/post-results

Programme for the day

1. Welcome 2. Overview 3. Changes in content 4. Using the specimen papers and marks scheme 5. Internally set work 6. Support and resources from AQA 7. Questions and answers

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Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

ELC MathematicsIntroduction to the new specification

Agenda

1. Welcome

2. Overview

3. Changes in content

4. Using the specimen papers and mark schemes

5. Internally-set work

6. Support and resources from AQA

7. Questions and answers

Slide 2 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

Overview

Copyright © AQA and its licensors. All rights reserved.Slide 3 Follow us on Twitter @AQACPD.

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dfrisk

Typewritten Text

Specification at a glance – Subject Content

• Component 1 – Properties of number

• Component 2 – The four operations

• Component 3 – Ratio

• Component 4 – Money

• Component 5 – The calendar and time

• Component 6 – Measures

• Component 7 – Geometry

• Component 8 – Statistics

Slide 4 Copyright © AQA and its licensors. All rights reserved.

8 components as previously; more emphasis on number; no aural test

Specification at a glance – Assessments

• Each portfolio should contain the 8 components.

• There must be between 4 and 8 external assignments.

• Remaining components should be made up of internally set classwork.

• Each external assignment has 30 marks available, 10 marks at each level.

• There will be 3 versions of each component’s external assignment.

• External assignments must be marked following the published mark schemes

• All assessment materials are available on demand from the secure area of the website. Certification is now twice a year in January and June.

• First certification is in June 2017, followed by January 2018

• Specimen assignments are already available.


Specification at a glance – Internally Set Components

• Each internally set component has:

3 outcomes at Entry level 1



• Evidence for a maximum of four components should be from classwork.

• In some instances an Entry 3 outcome may subsume an Entry 1 and/or anEntry 2 outcome. These are published in the specification. If an outcome isnot subsumed then evidence of completion must be included in the portfolio.

• The qualification achieved is defined by the total number of marks gainedacross the whole portfolio, with internally set outcomes counting double.


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Changes incontent

Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.Slide 7

Content changes and similarities

• Follows the programmes of study for the New National Curriculum

• At Entry Level 1, numbers now go up to 20

• A greater emphasis on Number, the first 3 components are on Number

Properties (Reading, writing, counting, ordering and rounding)

The four operations ( including problems)

Ratio (fractions as shading and as a quantity of an amount)

• Remaining components are very similar to the previous specification

• All components are eligible for our Unit Awards Scheme, helping students to feel they have achieved, even if they have been unable to complete the whole ELC



Using thespecimen

papers andmark schemes

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Using the published mark schemes

• Practice specimen paper exercises and mark scheme (printed separately)

• Activity 1 – Component 2 - The four operations

• Activity 2 – Component 4 - Money


Internally-setwork


Internal Work – Which resources can be used

• Worksheets provided on the AQA website will address all outcomes

• Schools/colleges can write their own worksheets, which are more appropriate for their students but must make sure they do address the outcome adequately and are annotated with the component and outcome.

• Other published schemes such as ‘10Ticks’ may have appropriate work, but if a worksheet/textbook is used with no space for an answer then the sheet needs to be photocopied for the moderator.

• Work could be ‘project’ based, with Component 8 Statistics being the obvious example, but schools/colleges need to be clear when annotating the work that the outcomes have been addressed with sufficient evidence.

• For Entry Level 1/2 students there could be photographic evidence of completion of an outcome with a witness statement, from the use of practical equipment eg in Component 4 (Money), Component 5 (Calendar and Time) or Component 7 (Geometry).


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Internal Work – Examples of Internal Work

• Worksheets from www.mathworksheets4kids.com

This website has a variety of resources that fit Entry Level at all 3 levels

Any sheets used need to be annotated.

See examples for Component 1 Outcomes 2.4, 3.4, 2.1, 3.2Component 7 Outcomes 1.1, 2.4, Component 8 Outcomes 2.3, 3.2

• Supplementary Questions or Centre Written Worksheets

If a published or internet derived worksheet does not fully address an outcome then the Centre can write their own, making sure it is annotated.

See example Component 1 – Outcome 3.4These questions would extend candidates and help the move to GCSE for Level 3 candidates.


Internal Work – Assessing Outcomes

• Each outcome achieved is worth 1 mark and must be fully completed to be awarded, as there are no half marks.

• A component of Internal Work will be worth a maximum of 15, but has a double weighting. The mark is doubled at the point of putting the portfolio together.

• A student does not have to get all the questions correct, but the person assessing and marking the work must be convinced that the student has got enough questions right to be sure they have achieved the outcome.


Example of Awarding Subsumed Outcomes

Component 2 – The four operations (calculator not allowed)

Outcome 3.1 – Add and subtract using 3-digit numbers

Subsumed outcomes are:

1.1 Add two whole numbers with a total up to 201.2 Subtract one number up to 20 from another2.1 Add whole numbers with a total up to 1002.2 Subtract one number up to 100 from another

Completing Outcome 3.1 will be equivalent to completing 5 outcomes.


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Assessing some internally set work

• Practice assessing internally set work

• Activity 3 – Component 2 - The four operations – Outcome 3.1

• Activity 4 – Component 3 – Ratio – Outcome 3.4


Copyright © AQA and its licensors. All rights reserved.Slide 17

Support andresourcesfrom AQA

Follow us on Twitter @AQACPD.

Entry Level Maths Support

• All About Maths

• Route Map for delivery of Entry Level 3 with extension into GCSE to support co-teaching

• Route Map indicating where non-subsumed outcomes can be included

• Document showing summary of changes between the previous specification (4930) and the new specification (5930)

• Worksheets for each outcome of each component

• Three versions of each external Assignment

• Portfolio Advisors

• Teacher standardisation training and materials


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• Our dedicated website to Maths resources

What’s new?

• dedicated section to the new Entry Level

• all the new Entry Level resources will be behind a log in

All About Maths


Route Maps

AQA ELC Route Map is a flexible planning tool designed to help you:

• organise teaching of the whole specification around your timetable

• find the resources you need to help teach each topic

• customise your delivery

• suggests which parts of Foundation Level GCSE will lead on from Entry Level outcomes

• has an end date of December in Year 11 to allow Entry Level 3 entries to be made in January, allowing time for further GCSE topics to be covered for those expected to achieve a Grade 1 or 2 under the new grading structure.


Alternate teaching strategies for ELC Level 3

The Route Map on the AQA website is one suggestion of how to teach ELC.

Schools/colleges and students for ELC tend to be diverse.

Previous experience for ELC Level 3 students / GCSE Grade 1

• Try the student with the first set of external assignments or the soecimens

• If the scores for all the tests are around 200 then students will be at the required standard to be awarded ELC level 3 – move straight to GCSE

• If scores are variable, choose the best component tests and use worksheets for the remaining components to complete the portfolio, as teaching guidance can be given

• Use ELC Worksheets as starting points for GCSE, but bank the completed work in case it is needed towards the end of Year 11 as a back-up


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Ready to work with us?

Copyright © AQA and its licensors. All rights reserved.

If you’re ready to start teaching with us, let us know to make sure we can provide you with all of the support, resources and updates about the new ELC.

• Complete a commitment to teach form at the end of the session• Get in touch with the maths team or let us know a good time to call you

– Email [email protected]– Call us on 0161 957 3852

Already teach with AQA? Make sure your details are up to date so you get all of the latest news, support and resources at aqa.org.uk/update

Slide 22

Contact points for more information and guidance


• Maths Subject [email protected] 957 3852

• Teacher Support and CPD [email protected] 957 3646

• AQA Websitewww.aqa.org.uk

• All About Mathshttp://aqamaths.aqa.org.uk/

• Advocates – remote and onsite support for teaching and learningcontact the Maths Subject Team (above) for details of your local advocate

• Unit Award Scheme – [email protected] 01423 534323

Slide 24

Question and answers

• How can we give extra support?

• What needs more clarity?

• Please tell us anything you think is missing so that we can try to address it

Slide 25 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

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Feedback


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Thank you.


Thank you


We are an independent education charity and the largest provider of academic qualifications for all abilities taught in schools and colleges.

Our aim is to enable students to realise their potential and provide teachers with the support and resources they need so that they can focus on inspiring learning.

http://www.aqa.org.uk/

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Table of Outcomes for the New Specification mapped from the old specification

Unit 1 – Properties of Number

New Unit 1

Additional, Reduced or New Content

Previous Outcome

Comment on Content

1.1 Additional Unit 1 – 1.1 Counting is up from 10 to 20 1.2 Additional Unit 1 – 1.2 Numbers up from 10 to 20 1.3 New 2.1 Unit 1 – 2.1 2.2 Unit 2 – 2.6 2.3 New 2.4 Unit 2 – 2.2 2.5 Additional Unit 1 – 2.5 Includes ‘Identify’ 3.1 Reduced Unit 1 – 3.1 Split across 2 outcomes in the new spec 3.2 Reduced Unit 1 – 3.1 3.3 New 3.4 Reduced Unit 2 – 3.2 Split across 2 outcomes in the new spec 3.5 Reduced Unit 2 – 3.2 3.6 New 3.7 New

Unit 2 – The four operations

New Unit 2


Previous Outcome

Comment on Content

1.1 Reduced Unit 2 – 1.1 Split across 2 outcomes in the new spec, with numbers to 20

1.2 Reduced Unit 2 – 1.1 1.3 New 2.1 Reduced Unit 1 – 2.2 Split across 2 outcomes in the new spec 2.2 Reduced Unit 1 – 2.2 2.3 Unit 1 – 2.3 2.4 Unit 1 – 2.4 2.5 Reduced Unit 1 – 3.5 No 3 or 4 multiplication tables 3.1 Unit 1 – 3.2 3.2 Reduced Unit 1 – 3.4 Split across 2 outcomes in the new spec 3.3 Reduced Unit 1 – 3.4 3.4 Unit 1 – 3.7 3.5 New 3.6 Unit 1 – 3.6 3.7 Additional Unit 1 – 3.5 Includes 8 times table

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Unit 3 – Ratio

New Unit 3


Previous Outcome

Comment on Content

1.1 Reduced Unit 2 – 1.2 Only under 1.2 New 1.3 New 2.1 New 2.2 New 2.3 New 2.4 New 2.5 New 3.1 New 3.2 New 3.3 New 3.4 New 3.5 Unit 2 – 3.5 3.6 New 3.7 New

Unit 4 – Money

New Unit 4


Previous Outcome

Comment on Content

1.1 Reduced Unit 3 – 1.1 £50 removed 1.2 Additional Unit 3 – 1.2 Exchange up to 20p, from 10p 1.3 Additional Unit 3 – 1.3 Up to 20 coins, from 10 2.1 Unit 3 – 2.1 2.2 Unit 3 – 2.2 2.3 Additional Unit 3 – 2.3 Up to £2, from £1 2.4 New 2.5 Unit 3 – 2.4 3.1 Unit 3 – 3.1 3.2 Reduced Unit 3 – 3.2 Only notes to coins 3.3 Unit 3 – 3.3 3.4 Unit 3 – 3.4 3.5 Unit 3 – 3.5 3.6 Unit 3 – 3.6 3.7 Unit 3 – 3.7

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Unit 5 – The Calendar and Time

New Unit 5


Previous Outcome

Comment on Content

1.1 Reduced Unit 4 – 1.1 Only days of the week and their order 1.2 Additional Unit 4 – 1.2 Includes drawing hands on clock 1.3 Unit 4 – 1.3 2.1 Reduced Unit 4 – 2.1 Only the seasons and months 2.2 Unit 4 – 2.2 2.3 Unit 4 – 2.3 2.4 New 2.5 Unit 4 – 2.4 3.1 Unit 4 – 3.1 3.2 Unit 4 – 3.2 3.3 Unit 4 – 3.3 3.4 Additional Unit 4 – 3.4 Any time and Roman numerals included 3.5 Unit 4 – 3.7 3.6 Unit 4 – 3.5 3.7 Unit 4 – 3.6

Unit 6 – Measures

New Unit 6


Previous Outcome

Comment on Content

1.1 Reduced Unit 6 – 1.2 1.2 Reduced Unit 6 – 1.2 1.3 New 2.1 Unit 6 – 2.1 2.2 New 2.3 New 2.4 New 2.5 Additional Unit 6 – 2.4 Capacity added 3.1 New 3.2 Unit 6 – 3.5 3.3 New 3.4 New 3.5 Unit 6 – 3.7 3.6 Unit 6 – 3.6 3.7 New

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Unit 7 – Geometry

New Unit 7


Previous Outcome

Comment on Content

1.1 Additional Unit 5 – 1.1 Triangles added 1.2 Amended Unit 5 – 1.2 and

1.3 Two previous outcomes are merged

1.3 Unit 6 – 1.3 2.1 Additional Unit 5 – 2.1 Octagons added 2.2 Amended Unit 5 – 2.2 Cones and cylinders removed, cuboids

added 2.3 Unit 5 – 2.3 2.4 Amended Unit 5 – 2.4 Use of vertices not corners 2.5 Unit 5 – 2.5 3.1 New 3.2 Unit 5 – 3.1 3.3 Unit 5 – 3.4 3.4 Amended Unit 5 – 3.7 Equal to a right angle removed 3.5 New 3.6 Unit 6 – 3.1 3.7 Amended Unit 6 – 3.3 NE, NW, SE and SW removed

Unit 8 – Statistics

New Unit 8


Previous Outcome

Comment on Content

1.1 Unit 7 – 1.1 1.2 Reworded Unit 7 – 1.2 1.3 Unit 7 – 1.3 2.1 Unit 7 – 2.1 2.2 Reworded Unit 7 – 2.2 2.3 Amended Unit 7 – 2.3 Tally charts included, diagrams removed 2.4 Amended Unit 7 – 2.3 Pictograms only 2.5 Reworded Unit 7 – 2.5 3.1 Additional Unit 7 – 3.1 Interpret added 3.2 Additional Unit 7 – 3.2 Interpret added 3.3 Unit 7 – 3.5 3.4 Amended Unit 7 – 3.7 3.5 New 3.6 New 3.7 New

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ELC 5930 – Route map Entry Level 3 / Grade 1 – Entered in January of Year 11

Week Unit Outcome (Subsumed Outcomes in Brackets)

Starter (Entry Level Non-subsumed outcomes)

Extension – GCSE GCSE Ref

1 1 3.1 (1.1) Read and write numbers up to 1000

2 3.2 (1.2 and 2.1) Order and compare numbers up to 1000

Introduce negative numbers Order positive and negative numbers

N1

3 1 3.3 (1.3 and 2.2) Recognise place value in 3-digit numbers

Introduce numbers larger than 1000 Introduce decimal numbers Understand and use place value

N2

4 1 3.4 (2.4) Round numbers less than 1000 to the nearest 10

Introduce decimal places Round numbers to specified number of decimal places

N15

5 1 3.5 Round numbers to the less than 1000 to the nearest 100

Introduce significant figures Round numbers to specified number of significant figures

N15

6 1 3.6 Find 10 or 100 more or less than a given number

2.3 Count from 0 in steps of 2, 3 and 5

1 3.7 Recognise and use multiples of 2, 3, 4, 5, 8, 10, 50, 100

2.5 Understand and identify odd and even numbers

Introduce prime numbers, factors, common factors, common multiples, prime factor decomposition

N4

7 External Assessment Unit 1 8 Oct Half-Term Holiday

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9 2 3.1 (1.1, 1.2, 2.1 and 2.2) Add and subtract using 3-digit numbers

Add and subtract using negative numbers Apply the operations of addition and subtraction in context, including negative numbers

N2

10 2 3.2 (2.3) Multiply a 2-digit whole number by a single digit whole number

Multiply using negative numbers Apply the operations of multiplication in context, including negative numbers

N2

11 2 3.3 Divide a 2-digit whole number by a single digit whole number

Divide using negative numbers Apply the operations of division, including negative numbers

N2, N3

12 2 3.4 (1.3 and 2.4) Use and interpret +, -, ×, ÷ and = in real-life situations to solve problems

Mixed problems, including negative numbers

N2

13 2 3.5 Use inverse operations to find missing answers

Recognise and use the relationships between operations. Use cancelling to simplify calculations

N3

2 3.6 Estimate the answer to a calculation

Estimate more difficult calculations by rounding

N14

14 3.7 Recall and use multiplication facts for the 3, 4 and 8 multiplication tables

2.5 Recall and use multiplication facts for the 2, 5 and 10 multiplication tables

Begin to divide whole numbers by 10 or 100 and multiply a decimal number by 10 or 100

R9

15 External Assessment Unit 2 16 Christmas Holiday 17 Christmas Holiday

19

18 3 3.1 (1.2 and 2.1) Identify or show unit fractions up to one tenth of a quantity up to 100

Begin to understand a percentage as being one hundredth of an amount

N12, R9

3 3.2 (1.3 and 2.2) Work out unit fractions to one tenth of a number up to 100

Work out 1% of a number N12

19 3 3.3 Identify or show any number of thirds, quarters, fifths or tenths of a quantity

Define percentage as ‘number of parts per hundred’

N12, R9

20 3 3.4 Work out any number of thirds, quarters, fifths or tenths of an amount

2.4 Work out amounts 2, 3 or 4 times the size of a given amount

Calculate any fraction of any amount, include a percentage of a number

N12

21 3 3.5 (1.1 and 2.5) Recognise and identify equivalent fractions

Be able to cancel fractions to lowest terms. Compare fractions by changing to the same denominator

N3

22 3 3.6 Add and subtract with the same denominator within one whole

2.3 Count in fractions of one half or one third or one quarter

Add and subtract with fractions with different denominators and with mixed numbers

N8

23 3 3.7 Work out amounts 5, 8, or 10 times the size of a given amount

R2

External Assessment Unit 3 24 Feb Half-Term Holiday 25 4 3.1

(2.1) Appreciate the purchasing power of amounts of money (notes)

4 3.2 (1.1, 1.2, 1.3, 2.3 and 2.4) Exchange notes for an equivalent value in coins

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26 4 3.3 Use decimal notation for money

2.2 Convert from pence to pounds and vice versa

4 3.4 Interpret a calculator display

27 4 3.5 Solve real life problems involving what to buy and how to pay

Use more complicated real life problems involving money

N13, G14

28 4 3.6 (1.3 and 2.5) Add amounts of money and give change

Best buy calculations. Knowledge and use of terms used in household finance

N2, N13

4 3.7 Carry out investigations involving money

29 External Assessment Unit 4 30 Easter Holiday 31 Easter Holiday

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32 5 3.1 Solve problems involving time

1.3 Order familiar events

33 5 3.2 Know that there are 365 days in a year, 366 days in a leap year, 12 months in a year and 52 full weeks in a year

1.1 Know the days of the week and their order 2.1 Know the seasons and months and their order

5 3.3 Use a calendar and write the date correctly (day/month/year)

2.2 Know that 1 week = 7 days; 1 day = 24 hours; 1 hour = 60 minutes; 1 minute = 60 seconds

34 5 3.4 (1.2, 2.3 and 2.4) Tell and write the time from an analogue clock, including using Roman numerals from I to XII

35 5 3.5 Understand and use the 12-hour and 24-hour clock systems and convert from one system to the other

36 5 3.6 Convert between hours, minutes and seconds

Use standard units of time and convert freely between them

N13, R1, G14

5 3.7 Add up to three lengths of time given in minutes and hours

2.5 Find the difference between two times given in hours, half hours and quarter hours

External Assessment Unit 5 37 May Half-Term Holiday

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38 6 3.1 Add lengths, capacities and weights and compare the total to another total or a requirement

2.1 Choose appropriate standard units of length, capacity and weight

39 6 3.2 Convert standard units of length, capacity and weight

Use standard units of length, capacity and mass and convert freely between them

N1, N2, N13, G14

6 3.3 (1.1 and 2.2) Compare and order lengths, capacities and weights in different standard units

Use standard units of length, capacity and mass and convert freely between them

N1, N2, N13, G14

40 6 3.4 (1.2 and 2.4) Measure the perimeter of a simple shape

Calculate perimeters of rectangles and composite shapes Calculate the area of rectangles and composite shapes

N13, G14, G15, G17

42 6 3.5 Choose an appropriate measuring instrument

2.3 Select a possible length, capacity or weight for a given item

6 3.6 Read values from an appropriate scale

1.3 Describe capacity in fractions 2.5 Estimate the weight, capacity or weight of given items

N13, G14

43 6 3.7 Read and compare temperatures including temperatures with negative values

Solve problems of temperature using negative and positive temperatures

N13, G14

44 External Assessment Unit 6 Revision and Space to complete

missing work

Summer Holidays

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ELC 5930 – Route map Entry Level 3 / Grade 1 – Entered in January of Year 11

1 7 3.1 Recognise and name prisms, cylinders and cones

1.1 Recognise and name squares, rectangles, triangles, circles and cubes 2.1 Recognise and name shapes including pentagons, hexagons and octagons and identify a right-angled triangle from a set of triangles 2.2 Recognise and name cuboids, pyramids and spheres 2.4 Describe the properties of solids

Identify properties of the faces, surfaces, edges and vertices of solids Know names and properties of types of triangles and names of polygons

G12

2 7 3.2 Draw lines of symmetry on shapes or pictures

Use conventional terms and notations

G1, G4

3 7 3.3 Recognise and draw nets of cubes and cuboids

Construct and interpret plans and elevations of 3D shapes

G13

4 7 3.4 (2.5) Identify whether an angle is less or more than a right angle

Measure angles in geometric figures. Draw angles. Apply the properties of angles in a triangle, angles at a point on a straight line, angles at a point

G3,G15

5 7 3.5 Identify horizontal, vertical and parallel lines

1.2 Compare and order a group of shapes or pictures or similar shapes of different size and recognise congruent shapes 2.3 Describe the properties of 2D shapes including straight and curved edges

Use conventional terms and notations Use the standard conventions for labelling and referring to the sides and angles of triangles

G1

6 7 3.6 1.3 Work with co-ordinates in all four A8

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Denote the position of a point by its coordinates or identify a point or item given its coordinates

Use and understand positional vocabulary quadrants

7 7 3.7 Use North (N), East (E), South (S), and West (W) to give directions or positions from a map

Use scale factors, scale diagrams and maps Interpret maps and scale drawings and use of bearings, including the eight compass point bearings.

R2

External Assessment Unit 7 8 Oct half-Term Holiday 9 8 3.1

(1.3) Construct and interpret bar charts with the vertical axis scaled in ones or twos

S2

10 8 3.2 (2.4) Construct and interpret pictograms where one picture represents more than one item

S2

11 8 3.3 Extract numerical information from lists, tables, diagrams and charts

1.1 Sort and classify objects using a single criterion 2.1 Sort and classify objects using more than one criterion

Interpret and construct tables, charts and diagrams

S2

12 8 3.4 (2.3) Complete a frequency table given the original list of results

2.2 Collect information by survey

S2

8 3.5 Complete a tally chart and the resulting frequency table

S2

13 8 3.6 Compare two or more diagrams

Begin to interpret and compare distributions using the median, mean and

S2

25

mode 14 8 3.7

(1.2 and 2.5) Solve one-step and two-step problems based on statistical information

S2

External Assessment Unit 8 16 Christmas Holiday 17 Christmas Holiday

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Entry Level Certificate Mathematics 5930 – Record Sheet - Bracketed outcomes are subsumed

Name ……………………………………………………………. Centre Number ……………………..

Component 1 Properties of number

Component 2 The four operations

Component 3 Ratio

Component 4 Money

Component 5 The calendar and time

Component 6 Measures

Component 7 Geometry

Component 8 Statistics

1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.1

1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2

1.3 1.3 1.3 1.3 1.3 1.3 1.3 1.3

2.1 (1.2) 2.1 (1.1) 2.1 2.1 2.1 2.1 2.1 2.1

2.2 (1.3) 2.2 (1.2) 2.2 2.2 2.2 2.2 (1.1) 2.2 2.2

2.3 2.3 2.3 2.3 (1.1) 2.3 (1.2) 2.3 2.3 2.3

2.4 2.4 (1.3) 2.4 2.4 (1.2, 1.3) 2.4 2.4 (1.2) 2.4 2.4

2.5 2.5 2.5 (1.1) 2.5 (1.3) 2.5 2.5 2.5 2.5 (1.2)

3.1 (1.1) 3.1 (2.2, 2.1, 1.2, 1.1) 3.1 (2.1, 1.2) 3.1 (2.1) 3.1 3.1 3.1 3.1 (1.3)

3.2 (2.1, 1.2) 3.2 (2.3) 3.2 (2.2, 1.3) 3.2 (2.4, 2.3, 1.3, 1.2, 1.1)

3.2 3.2 3.2 3.2 (2.4)

3.3 (2.2, 1.3) 3.3 3.3 3.3 3.3 3.3 (2.2, 1.1) 3.3 3.3

3.4 (2.4) 3.4 (2.4, 1.3) 3.4 3.4 3.4 (2.4, 2.3, 1.2) 3.4 (2.4, 1.2) 3.4 (2.5) 3.4 (2.3)

3.5 3.5 3.5 (2.5, 1.1) 3.5 3.5 3.5 3.5 3.5

3.6 3.6 3.6 3.6 (2.5, 1.3) 3.6 3.6 3.6 3.6

3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 (2.5, 1.2)

Total Total Total Total Total Total Total Total

Test Test Test Test Test Test Test Test

DRAFT

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Website navigation and AQA support All About Maths is AQAs comprehensive online resource site for GCSE Maths Teachers Better Maths, better future is an online resource to get maths teachers talking about the future of maths. Every Wednesday a different educationalist tackles a key issue.

For general queries about additional AQA support; follow these web links: e-aqa: http://web.aqa.org.uk/help/eaqa.php Secure Key Materials (SKM) can be accessed through the above e-AQA link. You will find copies of some of the materials that we have used in this meeting on this site, as well as selected items that have been used at previous Teacher Support Meetings. Online Booking Service: https://coursesandevents.aqa.org.uk In-school CPD: http://www.aqa.org.uk/professional-development/in-school-training For subject coursework and controlled assessment standardisation meetings; please contact either the Internal Assessment Standardisation team or relevant subject departments.

Other support Maths teaching resources created by teachers for teachers; available at Teachit Maths. Use our Alfie interactive on-screen tests for diagnostic and benchmarking with auto-marking, full reporting and SIMS synchronisation Use Testbase to create targeted teacher-marked assessments and to access Teacher-mediated activities that encourage thinking, reasoning and in-class discussion. Use Exampro to create lessons, topic tests and revision exercises with past GCSE and A-level questions, their related mark schemes and examiner comments.

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http://aqamaths.aqa.org.uk/

https://secure.bettermaths.org.uk/

http://web.aqa.org.uk/help/eaqa.php

http://web.aqa.org.uk/help/eaqa.php

https://coursesandevents.aqa.org.uk/

http://www.aqa.org.uk/professional-development/in-school-training

http://www.teachitmaths.co.uk/

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http://www.testbase.co.uk/sec/index.php

http://www.exampro.co.uk/sec/maths.asp

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